Establishing a Model for Serious Science Game Design for Elementary Learners
A Longitudinal, Mixed Methods Study of Serious Game Design Mechanics That Facilitate Science Learning
Bibliographic Data
| ID | 21392945 |
|---|---|
| Authors | Georgia W Hodges (0000-0002-2288-9002, Mathematics, Science, and Social Education University of Georgia Athens Georgia USA, corresponding author), Kayla Flanagan (Mathematics, Science, and Social Education University of Georgia Athens Georgia USA) |
| Year | 2026 |
| Volume | 110 |
| Issue | 2 |
| Pages | 501-524 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70020 |
| OpenAlex | W4414374201 |
| Language | EN |
| References cited | 62 |
Immersive learning environments, such as serious educational games (SEGs), offer promising opportunities for enhancing elementary students' science learning outcomes and fostering their interest in science. These environments allow learners to explore scientific phenomena in ways traditional instruction cannot replicate. While prior research supports the potential of SEGs, questions remain about the specific mechanisms that support learning within these contexts. This article presents findings from a 6‐year research project centered on designing, testing, and refining a SEG focused on three‐dimensional science learning through the exploration of human body systems, where players engage in essential science practices critical for game progression. We first establish the SEG's efficacy through a quasi‐experimental study comparing its learning outcomes to those of a quality nongaming instructional condition. Next, we identify key game mechanics linked to significant learning gains, which were intrinsically integrated into the gameplay. These include: (1) requiring players to apply science practices to advance through each game level; (2) embedding disciplinary literacy supports to strengthen mathematical reasoning and written communication; and (3) delivering in‐the‐moment feedback based on player responses to create additional learning opportunities. Finally, we propose a conceptual model derived from these findings to guide future serious science game design. This study contributes to the research on immersive learning environments and offers actionable insights for educators, researchers, and developers committed to creating ambitious science learning experiences for elementary learners
Active learning (machine learning) · Game design · Game mechanics · Learning Sciences · Next Generation Science Standards · Quality (philosophy) · Science education · Science learning · Scientific Literacy · Educational Games and Gamification · Innovative Teaching and Learning Methods · Teaching and Learning Programming
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| Highly cited | No |
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